Introduction to experimental education / by Robert R. Rusk.

  • Robert Robertson Rusk
Date:
1912
Catalogue details

Licence: In copyright

Credit: Introduction to experimental education / by Robert R. Rusk. Source: Wellcome Collection.

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    EXPERIMENTAL EDUCATION CHAPiin # LHe STANDPOINT OF (EXPERIMENTAL EDUCATION HE most important stage in the development of a subject of study arrives when its data and conclusions can be presented in quantitative as well as in merely qualitative terms; its claim to be recognised as a science can then no longer be dis- puted, for,as Herschel says, “numerical precision is the soul of science.” The subject of Education is at length entering this definitely quantitative stage, and when the methods of investigation described as “Experimental Education” become generally applied, and the results universally accepted, Education will forthwith be recognised as an exact science. That the traditional pedagcgy cannot be termed scientific will generally be admitted; and the words in which Hume described the metaphysical sciences of his day might not inaptly be applied to the con- dition of current Education: “ Even the rabble with- out doors may judge from the noise and clamour which they hear that all goes not well within. There
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